|Budget Amount *help
¥1,900,000 (Direct Cost : ¥1,900,000)
Fiscal Year 1996 : ¥1,000,000 (Direct Cost : ¥1,000,000)
Fiscal Year 1995 : ¥900,000 (Direct Cost : ¥900,000)
This project presents results from a twelve-years follow-up study of children with mental retardation (50-75 in IQ), who were advised to enroll a special education program for the mentally retarded in an elementary school using the criteria from the Municipal Enrollment Guidance Committee of Utsunomiya City (Tochigi Prefecture, Japan) from 1983 to 1994. The purpose of this research was to clarify the difference between school abjustment of children who received special education and those who received regular education.
A total of 280 children were surveyed about their educational placement and their adjustment during their educational program. It was shown that 220 children received special education and 60 children received regular education. Both groups were interviewed by their teachers regarding their learning disabilities, lifesstyle, interpersonal relationships at school, parent's attitude and educational placements.
The following results were obtained (1) 69.4% of the children in
the speical education program were identified by their teachers as eligible for their educational placements. Whereas, 96.4% of the children with mental retardation in the regular education program were ideutified as ineligible. (2) Only 1.7% of the children with mental retardation attending regular classes could keep up with the regular educational curriculum. (3) 67.9% of the children in the special education program were satisfied with their classes. Whereas, 10.9% of the children with mental retardation in regularclasses were satisfied.
These results indicate that children with mental retardation attending a regular education program have significantly more difficulty adapting to their educational program than those enrolling in a special education program. For mentally retarded children in regular classes, the biggest problem is learning. It also appears to be inappropriate educational placement. The quantitative data of this research is discussed in terms of the implications for enrollment guidance committees, policy making and future research in special education in Japan. Less